Objectives Students will understand that the equation y=mx+b defines a linear function (straight line) and the constant of proportion (m) is the slope Students will know y=mx+b, slope, linear equations and functions, express relationship between two quantities Students will be able to recognize y=mx+b defines a linear function
Product: Prezi
Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment Common Core Standards Grade Level: 8 Domain: Functions Cluster: Define, Evaluate, and Compare Functions Standards: 3. Interpret the equation y = mx+b as defining a linear function, whose graph is a straight line; give examples of functions that are not linear. Rationale: Students use Prezi to express equations of a line and identify linear and non-linear equations.
Assessments Formative (Assessment for Learning) Section I – checking for understanding during instruction Slap It will be used to express linear and non-linear equations and the teams will have to slap which answer based on the given equation. Students will be in two teams and will each be given a fly swatter to slap the right answer. Section II – timely feedback for products (self, peer, teacher) Students will self-asses using a checklist that includes knowledge of equations and the examples they choose. Students will group themselves into pairs to peer-assess using the same checklist to asses their product. The checklist will turn into a rubric that will be used by the teacher to score student examples and Prezi presentations. Summative (Assessment of Learning): Prezi (50 points): Create a presentation that shows equations of a line and what properties make a linear equation. Show examples that aren't linear equations and include why. Students will use specific examples that include properties of linear functions and will use Prezi to show their findings.
Integration Technology: This lesson incorporates technology by the use of Prezi. Content Areas: English: Through the expression of thoughts, conversations, and graphic organizers, English will be widely involved in this lesson. Art: Completing the Prezi will allow students to be creative and virtually express and design their thoughts. They are creating a storyboard with Prezi and can be creative and innovative.
Groupings Section I - Graphic Organizer & Cooperative Learning used during instruction Students will use a problem solution chart to express possible problems and solutions to linear equations and non-linear equations. For the cooperative learning activity the teacher will ask questions about what qualities define linear equations. Students will use the Get one, Give one method to share their ideas with each other. They will fold a piece of paper into two columns and will write give one on one side and get one on the other. The teacher will ask the question and students will have to write down as many answers as possible on the give one side. When they are finished they will pair up and each partner will share their give one side. If the opposite partner has the same answer they will check it off but if not they will add it to the get one side. Section II – Groups and Roles for Product This project will be completed individually, however, there will be many opportunities for students to collaborate together. During the give one, get one activity students will pick their pairs at random during the activity. The teacher will choose the teams during the checking for understanding activity. The class will be split into two groups for this.
Differentiated Instruction
MI Strategies Verbal: The student will have to plan and organize the Prezi presentation. Give one, Get one will also be an opportunity for students to organize their thoughts about linear functions. They may write in sentences or use examples to express themselves. Logic: The problem solution chart has students express possible problems and come up with solution to their problems. Visual: The Prezi allows the student to use visual techniques and text in their presentation. Kinesthetic: Slap it has students divided up into teams and when the teacher puts linear and non linear equations on the bored and the students use fly swatters to slap the correct answer. Interpersonal: The Give One, Get One exercise has students getting up and interacting with the answers to their questions about linear equations and how they're defined. Students will share their Give one side and if their partner has something they don't have then they will right it on their Get one side. Intrapersonal: Students will work on this project individually.
Modifications/Accommodations From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
Plan for accommodating absent students: If students are absent they should refer to the class wiki for descriptions and resources pertaining to this lesson. On the wiki will be content notes, directions for completing the project, evaluation process and tutorial videos. They should also ask their peers what they missed and set up a time to meet with the classroom teacher.
Extensions Type II technology: The type II technology used in this lesson is Prezi. This is type II technology because Prezi is a virtual whiteboard that turns presentations from typical monologues to conversations. The audience is able to see, understand, and remember the ideas being presented. It is an extremely engaging and dynamic tool to present information. The Prezi can be posted to the class wiki or other sharing websites. Gifted Students: Gifted students will use linear equations to solve systems of equations. They will use coordinate points to see if they are solutions of the equation or not. These students will include this in their presentation.
Materials, Resources and Technology SmartBoard Teacher laptop Student laptops Graph paper Fly swatter Paper Graphic organizer
Teaching and Learning Sequence (Describe the teaching and learning process using all of the information from part I of the lesson plan) Take all the components and synthesize into a script of what you are doing as the teacher and what the learners are doing throughout the lesson. Need to use all the WHERETO’s. (3-5 pages)
Content Notes Students will know y=mx+b, slope, linear equations and functions, express relationship between two quantities L5 Notes.pdf
Room Arrangement: The desks will be placed in rows with two desks side by side in each section.
Agenda: Day one (80 minutes)
Hook (5 minutes)
Presentation (20 minutes)
Introduce project (10 minutes)
Discus rubric and checklist
Graphic organizer (15 minutes)
Checking for understanding (15 minutes)
Cooperative Learning (15 minutes)
Homework: Watch Prezi tutorials Day two (80 minutes)
Questions (10 minutes)
Work on Prezis (70 minutes)
Homework: Be ready to present next class
Students will understand that the equation y=mx+b defines a linear function (straight line) and the constant of proportion (m) is the slope. Linear functions model two variables with a constant rate of change. They can be used for temperature conversion, money exchange rates, start up costs of companies, measurement conversions and so much more in our everyday lives. Interpret the equation y = mx+b as defining a linear function, whose graph is a straight line; give examples of functions that are not linear. Students will all receive a thermometer that shows the temperature in Fahrenheit and Celsius. They will work in teams to try to find the conversion equation given the temperature in two ways. When time is complete, the equation will be given (if not given by students) and they will move outside to find the outside temperature in Fahrenheit and use the equation to convert it to celsius. Where, Why , What, Hook Tailors: Logical, visual, verbal, interpersonal
Students will know y=mx+b, slope, linear equations and functions, express relationship between two quantities. Students will use a problem solution chart to express possible problems and solutions to linear equations and non-linear equations.The teacher will ask questions about what makes linear equations and how they're defined and students will use the Get one, Give one method to share their ideas with each other. They will fold a piece of paper into two columns and will write give one on one side and get one on the other. The teacher will ask the question and students will have to write down as many answers as possible on the give one side. When they are finished they will pair up and each partner will share their give one side. If the opposite partner has the same answer they will check it off but if not they will add it to the get one side. Slap It will be used to express linear and non-linear equations and the teams will have to slap which answer based on the given equation. Students will be in two teams and will each be given a fly swatter to slap the right answer. Equip, Explore, Rethink, Tailors: Visual, logical, interpersonal, intrapersonal, kinesthetic, verbal
Students will be able to recognize y=mx+b defines a linear function. Students will use a problem solution chart to express possible problems and solutions to linear equations and non-linear equations.The teacher will ask questions about what makes linear equations and how they're defined and students will use the Get one, Give one method to share their ideas with each other. Students will be expected to create a presentation that shows equations of a line and what properties make a linear equation. Show examples that aren't linear equations and include why. Students will use specific examples that include properties of linear functions and will use Prezi to show their findings. This project will be completed individually, however, there will be many opportunities for students to collaborate together. During the give one, get one activity students will pick their pairs at random during the activity. The teacher will choose the teams during the checking for understanding activity. The class will be split into two groups for this. Slap It will be used to express linear and non-linear equations and the teams will have to slap which answer based on the given equation. Students will be in two teams and will each be given a fly swatter to slap the right answer. For the cooperative learning activity the teacher will ask questions about what qualities define linear equations. Students will use the Get one, Give one method to share their ideas with each other. Explore, Experience, Revise, Refine, Tailors: Visual, logical, interpersonal, intrapersonal, kinesthetic, verbal
Students will self-asses using a checklist that includes knowledge of equations and the examples they choose. Students will group themselves into pairs to peer-assess using the same checklist to asses their product. The checklist will turn into a rubric that will be used by the teacher to score student examples and Prezi presentations. The homework assignments prepare students for creating their presentations. This connects to future assignments when students have to explain how to solve and analyze equations. Evaluate, Tailors: Logical, intrapersonal
Handouts Graphic organizer Graph paper
Maine Common Core Teaching Standards for Initial Teacher Certification and Rationale Standard 1 – Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
Learning Styles Clipboard: This lesson is catered to clipboards because they will know exactly what is expected of them at all times. The rubric and checklist they will be assessed by will be posted on the class wiki. Also on the class wiki will be notes, directions and resources. Microscope: Students will be able to explore linear equations on their own and choose to analyze and solve them. They can include example of how they relate to the real world. Students will have to decipher what qualities define a linear equation. Puppy: The classroom environment will always be safe and comfortable for learners. They will be aware of classroom rules and procedures and they are expected to follow them. Students will constantly be encouraged by the cooperative learning activities and checking for understanding slap it activity. Beach Ball: There will be plenty of resources available to students including tutorials, content notes, and instructions. An extension activity will be given where students can choose to solve for solutions of linear equations.
Rationale: This lessons meets the standard because the teacher includes previous knowledge and introduces new information in a strategic, logical way. Students will be engaged throughout this lesson because of the organized structure, the freedom they're given, and the technology used.
Standard 6 -Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their on growth, to monitor learner progress, and to guide the teacher's and learner's decision making.
Formative: Section I – checking for understanding during instruction Slap It will be used to express linear and non-linear equations and the teams will have to slap which answer based on the given equation. Students will be in two teams and will each be given a fly swatter to slap the right answer. Section II – timely feedback for products (self, peer, teacher) Students will self-asses using a checklist that includes knowledge of equations and the examples they choose. Students will group themselves into pairs to peer-assess using the same checklist to asses their product. The checklist will turn into a rubric that will be used by the teacher to score student examples and Prezi presentations. Summative: Prezi (50 points): Create a presentation that shows equations of a line and what properties make a linear equation. Show examples that aren't linear equations and include why. Students will use specific examples that include properties of linear functions and will use Prezi to show their findings.
Rationale: Formative assessments will be used multiple times to engage students in their growth and give the teacher feedback on the student’s progress. Formative assessments will tell the teacher where her students are in terms of the content they are learning. This will assist her in deciding whether to move on or spend more time instructing and working with students. The summative assessment will show the teacher which students have developed mastery and what areas they still need to develop further.
Standard 7 - Planning Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
Content Knowledge: Students will know y=mx+b, slope, linear equations and functions, express relationship between two quantities.
Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment Common Core Standards Grade Level: 8 Domain: Functions Cluster: Define, Evaluate, and Compare Functions Standards: 3. Interpret the equation y = mx+b as defining a linear function, whose graph is a straight line; give examples of functions that are not linear. Rationale: Students use Prezi to express equations of a line and identify linear and non-linear equations.
Facet: Self-knowledge
Standard 8 -Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
MI Strategies: Verbal: The student will have to plan and organize the Prezi presentation. Give one, Get one will also be an opportunity for students to organize their thoughts about linear functions. They may write in sentences or use examples to express themselves. Logic: The problem solution chart has students express possible problems and come up with solution to their problems. Visual: The Prezi allows the student to use visual techniques and text in their presentation. Kinesthetic: Slap it has students divided up into teams and when the teacher puts linear and non linear equations on the bored and the students use fly swatters to slap the correct answer. Interpersonal: The Give One, Get One exercise has students getting up and interacting with the answers to their questions about linear equations and how they're defined. Students will share their Give one side and if their partner has something they don't have then they will right it on their Get one side. Intrapersonal: Students will work on this project individually.
Type II Technology: The type II technology used in this lesson is Prezi. This is type II technology because Prezi is a virtual whiteboard that turns presentations from typical monologues to conversations. The audience is able to see, understand, and remember the ideas being presented. It is an extremely engaging and dynamic tool to present information. The Prezi is able to be posted to the class wiki or other sharing websites.
Rationale: This lesson includes six of the multiple intelligences. Students will be engaged in a variety of ways. There will be a lot of collaborating between peers and inter active activities. Prezi is extremely engaging and user friendly so students will want to put effort into their presentation to show off their knowledge of Prezi design.
NETS STANDARDS FOR TEACHERS 1. Facilitates and Inspire Student Learning and Creativity. Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. a. Promote, support, and model creative and innovative thinking and inventiveness
b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources
c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes
d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments
Rationale: Students will collaborate during class time when involved in cooperative learning and checking for understanding. During the hook they will work in groups, too. They will be arranged in groups at their desks so they have constant contact with each other. They will have the resources to e-mail each other outside of class and post on the class wiki. Students will reflect many times when participating in cooperative learning, and when peer and self-assessing.
2. Design and Develop Digital Age Learning Experiences and Assessments. Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop knowledge, skills, and attitudes identified in the NETS-S. a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress
c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources
d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching
Rationale: This lesson has students using Prezi to enrich their learning. Students can include graphics and embedded texts into their Prezi. The design is absolutely up to them as long as they have the required content available. Students will know what is expected of them based on the rubric and checklist they will be scored by. They will have the freedom to manage their own learning. There will be many formative assessment opportunities during this lesson.
COLLEGE OF EDUCATION, HEALTH AND REHABILITATION
LESSON PLAN FORMAT
Teacher’s Name: Ashley Godbout Lesson #: 5 Facet: Self-Knowledge
Grade Level: 8th Grade Numbers of Days: 2
Topic: Functions
PART I:
Objectives
Students will understand that the equation y=mx+b defines a linear function (straight line) and the constant of proportion (m) is the slope
Students will know y=mx+b, slope, linear equations and functions, express relationship between two quantities
Students will be able to recognize y=mx+b defines a linear function
Product: Prezi
Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment
Common Core Standards
Grade Level: 8
Domain: Functions
Cluster: Define, Evaluate, and Compare Functions
Standards:
3. Interpret the equation y = mx+b as defining a linear function, whose graph is a straight line; give examples of functions that are not linear.
Rationale: Students use Prezi to express equations of a line and identify linear and non-linear equations.
Assessments
Formative (Assessment for Learning)
Section I – checking for understanding during instruction
Slap It will be used to express linear and non-linear equations and the teams will have to slap which answer based on the given equation. Students will be in two teams and will each be given a fly swatter to slap the right answer.
Section II – timely feedback for products (self, peer, teacher)
Students will self-asses using a checklist that includes knowledge of equations and the examples they choose. Students will group themselves into pairs to peer-assess using the same checklist to asses their product. The checklist will turn into a rubric that will be used by the teacher to score student examples and Prezi presentations.
Summative (Assessment of Learning):
Prezi (50 points): Create a presentation that shows equations of a line and what properties make a linear equation. Show examples that aren't linear equations and include why. Students will use specific examples that include properties of linear functions and will use Prezi to show their findings.
Integration
Technology: This lesson incorporates technology by the use of Prezi.
Content Areas:
English: Through the expression of thoughts, conversations, and graphic organizers, English will be widely involved in this lesson.
Art: Completing the Prezi will allow students to be creative and virtually express and design their thoughts. They are creating a storyboard with Prezi and can be creative and innovative.
Groupings
Section I - Graphic Organizer & Cooperative Learning used during instruction
Students will use a problem solution chart to express possible problems and solutions to linear equations and non-linear equations. For the cooperative learning activity the teacher will ask questions about what qualities define linear equations. Students will use the Get one, Give one method to share their ideas with each other. They will fold a piece of paper into two columns and will write give one on one side and get one on the other. The teacher will ask the question and students will have to write down as many answers as possible on the give one side. When they are finished they will pair up and each partner will share their give one side. If the opposite partner has the same answer they will check it off but if not they will add it to the get one side.
Section II – Groups and Roles for Product
This project will be completed individually, however, there will be many opportunities for students to collaborate together. During the give one, get one activity students will pick their pairs at random during the activity. The teacher will choose the teams during the checking for understanding activity. The class will be split into two groups for this.
Differentiated Instruction
MI Strategies
Verbal: The student will have to plan and organize the Prezi presentation. Give one, Get one will also be an opportunity for students to organize their thoughts about linear functions. They may write in sentences or use examples to express themselves.
Logic: The problem solution chart has students express possible problems and come up with solution to their problems.
Visual: The Prezi allows the student to use visual techniques and text in their presentation.
Kinesthetic: Slap it has students divided up into teams and when the teacher puts linear and non linear equations on the bored and the students use fly swatters to slap the correct answer.
Interpersonal: The Give One, Get One exercise has students getting up and interacting with the answers to their questions about linear equations and how they're defined. Students will share their Give one side and if their partner has something they don't have then they will right it on their Get one side.
Intrapersonal: Students will work on this project individually.
Modifications/Accommodations
From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
Plan for accommodating absent students:
If students are absent they should refer to the class wiki for descriptions and resources pertaining to this lesson. On the wiki will be content notes, directions for completing the project, evaluation process and tutorial videos. They should also ask their peers what they missed and set up a time to meet with the classroom teacher.
Extensions
Type II technology:
The type II technology used in this lesson is Prezi. This is type II technology because Prezi is a virtual whiteboard that turns presentations from typical monologues to conversations. The audience is able to see, understand, and remember the ideas being presented. It is an extremely engaging and dynamic tool to present information. The Prezi can be posted to the class wiki or other sharing websites.
Gifted Students:
Gifted students will use linear equations to solve systems of equations. They will use coordinate points to see if they are solutions of the equation or not. These students will include this in their presentation.
Materials, Resources and Technology
SmartBoard
Teacher laptop
Student laptops
Graph paper
Fly swatter
Paper
Graphic organizer
Source for Lesson Plan and Research
System of Equations:
http://www.purplemath.com/modules/systlin1.htm
About Prezi:
http://prezi.com/about/
How to use Prezi:
http://prezi.com/support/
Graphic Organizer:
http://www.eduplace.com/graphicorganizer/pdf/persuasion.pdf
Cooperative Learning:
Give one, get one
Content notes:
http://abel.math.harvard.edu/~divac/SAR/pchap1.pdf
PART II:
Teaching and Learning Sequence (Describe the teaching and learning process using all of the information from part I of the lesson plan) Take all the components and synthesize into a script of what you are doing as the teacher and what the learners are doing throughout the lesson. Need to use all the WHERETO’s. (3-5 pages)
Content Notes
Students will know y=mx+b, slope, linear equations and functions, express relationship between two quantities
L5 Notes.pdf
See notes attached.
Room Arrangement: The desks will be placed in rows with two desks side by side in each section.
Agenda:
Day one (80 minutes)
- Hook (5 minutes)
- Presentation (20 minutes)
- Introduce project (10 minutes)
Discus rubric and checklist- Graphic organizer (15 minutes)
- Checking for understanding (15 minutes)
- Cooperative Learning (15 minutes)
Homework: Watch Prezi tutorialsDay two (80 minutes)
- Questions (10 minutes)
- Work on Prezis (70 minutes)
Homework: Be ready to present next classStudents will understand that the equation y=mx+b defines a linear function (straight line) and the constant of proportion (m) is the slope. Linear functions model two variables with a constant rate of change. They can be used for temperature conversion, money exchange rates, start up costs of companies, measurement conversions and so much more in our everyday lives. Interpret the equation y = mx+b as defining a linear function, whose graph is a straight line; give examples of functions that are not linear. Students will all receive a thermometer that shows the temperature in Fahrenheit and Celsius. They will work in teams to try to find the conversion equation given the temperature in two ways. When time is complete, the equation will be given (if not given by students) and they will move outside to find the outside temperature in Fahrenheit and use the equation to convert it to celsius.
Where, Why , What, Hook Tailors: Logical, visual, verbal, interpersonal
Students will know y=mx+b, slope, linear equations and functions, express relationship between two quantities.
Students will use a problem solution chart to express possible problems and solutions to linear equations and non-linear equations.The teacher will ask questions about what makes linear equations and how they're defined and students will use the Get one, Give one method to share their ideas with each other. They will fold a piece of paper into two columns and will write give one on one side and get one on the other. The teacher will ask the question and students will have to write down as many answers as possible on the give one side. When they are finished they will pair up and each partner will share their give one side. If the opposite partner has the same answer they will check it off but if not they will add it to the get one side. Slap It will be used to express linear and non-linear equations and the teams will have to slap which answer based on the given equation. Students will be in two teams and will each be given a fly swatter to slap the right answer.
Equip, Explore, Rethink, Tailors: Visual, logical, interpersonal, intrapersonal, kinesthetic, verbal
Students will be able to recognize y=mx+b defines a linear function. Students will use a problem solution chart to express possible problems and solutions to linear equations and non-linear equations.The teacher will ask questions about what makes linear equations and how they're defined and students will use the Get one, Give one method to share their ideas with each other. Students will be expected to create a presentation that shows equations of a line and what properties make a linear equation. Show examples that aren't linear equations and include why. Students will use specific examples that include properties of linear functions and will use Prezi to show their findings. This project will be completed individually, however, there will be many opportunities for students to collaborate together. During the give one, get one activity students will pick their pairs at random during the activity. The teacher will choose the teams during the checking for understanding activity. The class will be split into two groups for this. Slap It will be used to express linear and non-linear equations and the teams will have to slap which answer based on the given equation. Students will be in two teams and will each be given a fly swatter to slap the right answer. For the cooperative learning activity the teacher will ask questions about what qualities define linear equations. Students will use the Get one, Give one method to share their ideas with each other.
Explore, Experience, Revise, Refine, Tailors: Visual, logical, interpersonal, intrapersonal, kinesthetic, verbal
Students will self-asses using a checklist that includes knowledge of equations and the examples they choose. Students will group themselves into pairs to peer-assess using the same checklist to asses their product. The checklist will turn into a rubric that will be used by the teacher to score student examples and Prezi presentations. The homework assignments prepare students for creating their presentations. This connects to future assignments when students have to explain how to solve and analyze equations.
Evaluate, Tailors: Logical, intrapersonal
Handouts
Graphic organizer
Graph paper
Maine Common Core Teaching Standards for Initial Teacher Certification and Rationale
Standard 1 – Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
Learning Styles
Clipboard: This lesson is catered to clipboards because they will know exactly what is expected of them at all times. The rubric and checklist they will be assessed by will be posted on the class wiki. Also on the class wiki will be notes, directions and resources.
Microscope: Students will be able to explore linear equations on their own and choose to analyze and solve them. They can include example of how they relate to the real world. Students will have to decipher what qualities define a linear equation.
Puppy: The classroom environment will always be safe and comfortable for learners. They will be aware of classroom rules and procedures and they are expected to follow them. Students will constantly be encouraged by the cooperative learning activities and checking for understanding slap it activity.
Beach Ball: There will be plenty of resources available to students including tutorials, content notes, and instructions. An extension activity will be given where students can choose to solve for solutions of linear equations.
Rationale: This lessons meets the standard because the teacher includes previous knowledge and introduces new information in a strategic, logical way. Students will be engaged throughout this lesson because of the organized structure, the freedom they're given, and the technology used.
Standard 6 - Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their on growth, to monitor learner progress, and to guide the teacher's and learner's decision making.
Formative:
Section I – checking for understanding during instruction
Slap It will be used to express linear and non-linear equations and the teams will have to slap which answer based on the given equation. Students will be in two teams and will each be given a fly swatter to slap the right answer.
Section II – timely feedback for products (self, peer, teacher)
Students will self-asses using a checklist that includes knowledge of equations and the examples they choose. Students will group themselves into pairs to peer-assess using the same checklist to asses their product. The checklist will turn into a rubric that will be used by the teacher to score student examples and Prezi presentations.
Summative:
Prezi (50 points): Create a presentation that shows equations of a line and what properties make a linear equation. Show examples that aren't linear equations and include why. Students will use specific examples that include properties of linear functions and will use Prezi to show their findings.
Rationale:
Formative assessments will be used multiple times to engage students in their growth and give the teacher feedback on the student’s progress. Formative assessments will tell the teacher where her students are in terms of the content they are learning. This will assist her in deciding whether to move on or spend more time instructing and working with students. The summative assessment will show the teacher which students have developed mastery and what areas they still need to develop further.
Standard 7 - Planning Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
Content Knowledge: Students will know y=mx+b, slope, linear equations and functions, express relationship between two quantities.
Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment
Common Core Standards
Grade Level: 8
Domain: Functions
Cluster: Define, Evaluate, and Compare Functions
Standards:
3. Interpret the equation y = mx+b as defining a linear function, whose graph is a straight line; give examples of functions that are not linear.
Rationale: Students use Prezi to express equations of a line and identify linear and non-linear equations.
Facet: Self-knowledge
Standard 8 - Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
MI Strategies:
Verbal: The student will have to plan and organize the Prezi presentation. Give one, Get one will also be an opportunity for students to organize their thoughts about linear functions. They may write in sentences or use examples to express themselves.
Logic: The problem solution chart has students express possible problems and come up with solution to their problems.
Visual: The Prezi allows the student to use visual techniques and text in their presentation.
Kinesthetic: Slap it has students divided up into teams and when the teacher puts linear and non linear equations on the bored and the students use fly swatters to slap the correct answer.
Interpersonal: The Give One, Get One exercise has students getting up and interacting with the answers to their questions about linear equations and how they're defined. Students will share their Give one side and if their partner has something they don't have then they will right it on their Get one side.
Intrapersonal: Students will work on this project individually.
Type II Technology:
The type II technology used in this lesson is Prezi. This is type II technology because Prezi is a virtual whiteboard that turns presentations from typical monologues to conversations. The audience is able to see, understand, and remember the ideas being presented. It is an extremely engaging and dynamic tool to present information. The Prezi is able to be posted to the class wiki or other sharing websites.
Rationale: This lesson includes six of the multiple intelligences. Students will be engaged in a variety of ways. There will be a lot of collaborating between peers and inter active activities. Prezi is extremely engaging and user friendly so students will want to put effort into their presentation to show off their knowledge of Prezi design.
NETS STANDARDS FOR TEACHERS
1. Facilitates and Inspire Student Learning and Creativity. Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.
a. Promote, support, and model creative and innovative thinking and inventiveness
b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources
c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes
d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments
Rationale:
Students will collaborate during class time when involved in cooperative learning and checking for understanding. During the hook they will work in groups, too. They will be arranged in groups at their desks so they have constant contact with each other. They will have the resources to e-mail each other outside of class and post on the class wiki. Students will reflect many times when participating in cooperative learning, and when peer and self-assessing.
2. Design and Develop Digital Age Learning Experiences and Assessments. Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop knowledge, skills, and attitudes identified in the NETS-S.
a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress
c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources
d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching
Rationale: This lesson has students using Prezi to enrich their learning. Students can include graphics and embedded texts into their Prezi. The design is absolutely up to them as long as they have the required content available. Students will know what is expected of them based on the rubric and checklist they will be scored by. They will have the freedom to manage their own learning. There will be many formative assessment opportunities during this lesson.